Η Ηρώ Βούλγαρη oλοκλήρωσε τις διδακτορικές της σπουδές στο Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (ΤΕΑΠΗ) του Πανεπιστημίου Πατρών, με θέμα τα διαδικτυακά παιχνίδια μεγάλου πλήθους παικτών και τη μάθηση. Είναι κάτοχος Μεταπτυχιακού Τίτλου (M.Ed.) στην Εκπαιδευτική Τεχνολογία, Πολυμέσα και Εκπαίδευση από το Πανεπιστήμιο του Leeds (UK) και Πτυχίου Παιδαγωγικής από το Δημοκρίτειο Πανεπιστήμιο Θράκης.

Έχει συμμετάσχει στην ανάπτυξη ψηφιακών μαθησιακών αντικειμένων και εκπαιδευτικού υλικού. Είναι συν-συγγραφέας του ακαδημαϊκού εγχειριδίου Ψηφιακά Παιχνίδια και Μάθηση (Κάλλιπος+, 2024) και έχει οργανώσει εργαστήρια και προγράμματα επιμόρφωσης για εκπαιδευτικούς και μαθητές/τριες σε θέματα ψηφιακών παιχνιδιών και Τεχνητής Νοημοσύνης στην εκπαίδευση.

Το ερευνητικό της έργο έχει δημοσιευτεί σε διεθνή επιστημονικά περιοδικά, πρακτικά συνεδρίων με σύστημα κριτών, κεφάλαια βιβλίων και βιβλία.

• Voulgari, I., Mamo, S., Duca, E., & Lavidas, K. (2025). Marshmallows, Fun, and Constellations: A Mixed-Methods Evaluation of a STEAM Astronomy Workshop. STEAM Journal For Elementary School Education, 1(02), 137–161. https://doi.org/10.26740/sjese.1.02.2025.5
• Aravantinos, S., Lavidas, K., Voulgari, I., Papadakis, S., Karalis, T., & Komis, V. (2024). Educational Approaches with ΑΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus. Education Sciences, 14(7), Article 7. https://doi.org/10.3390/educsci14070744
• Lavidas, K., Voulgari, I., Papadakis, S., Athanassopoulos, S., Anastasiou, A., Filippidi, A., Komis, V., Karacapilidis, N. (2024). Determinants of Humanities and Social Sciences Students’ Intentions to Use Artificial Intelligence Applications for Academic Purposes. Information, 15, 314. https://doi.org/10.3390/info15060314, https://www.mdpi.com/2078-2489/15/6/314
• Christidou, D., Voulgari, I., Tisza, G., Norouzi, B., Kinnula, M., Iivari, N., Papavlasopoulou, S., Gollerizo, A., Lozano González, J. M., & Konstantinidi Sofrona, D. (2022). Obstacles and challenges identified by practitioners of non-formal science learning activities in Europe. International Journal of Science Education, 44(3), 514–533. https://doi.org/10.1080/09500693.2022.2035466
• Zammit, M., Voulgari, I., Liapis, A., & Yannakakis, G. N. (2022). Learn to Machine Learn via Games in the Classroom. Frontiers in Education, 7. https://www.frontiersin.org/articles/10.3389/feduc.2022.913530
• Voulgari, I., Malliarou, T., Panteloglou, P., & Kourti, E. (2025, June 16). “The Moving Pictures Factory”: Designing a Game-based Platform for Cinema Literacy. Conference Proceedings of DiGRA 2025: Games at the Crossroads. Conference Proceedings of DiGRA 2025: Games at the Crossroads. https://doi.org/10.26503/dl.v2025i2.2451
• Voulgari, I., Lavidas, K., Aravantinos, S., Sypsa, S., & Sfyroera, M. (2024). Exploring the Role, Implementation, and Educational Implications of AI in Early Childhood Education. In A. M. Olney, I.-A. Chounta, Z. Liu, O. C. Santos, & I. I. Bittencourt (Eds.), Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky (Vol. 2151, pp. 29–37). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-64312-5_4
• Sypsa, S., Voulgari, I., Manessis, D., & Sfyroera, M. (2022). Preschool education and emergency remote teaching in the covid era: Exploring the practices and experience of in-service preschool educators. EDULEARN22 Proceedings, 1447–1454. https://doi.org/10.21125/edulearn.2022.0382
• Voulgari, I., Zammit, M., Stouraitis, E., Liapis, A., & Yannakakis, G. (2021). Learn to Machine Learn: Designing a Game Based Approach for Teaching Machine Learning to Primary and Secondary Education Students. Interaction Design and Children, 593–598. https://doi.org/10.1145/3459990.3465176
• Kellidou, P. Μ., Kotzageorgiou, M., Voulgari, I., & Nteropoulou Nterou, E. (2020). A Review of Digital Games for Children with Autism Spectrum Disorder. 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-Exclusion, 227–234. https://doi.org/10.1145/3439231.3439270
• Morfoniou, K., Voulgari, I., Sfyroera, M., & Gouscos, D. (2020). Digital Games and the Emergence of Problem Solving Processes: A Case Study with Preschool Children. International Conference on the Foundations of Digital Games, 1–3. https://doi.org/10.1145/3402942.3402991
• Voulgari, I., Naoum, E., & Sfyroera, M. (2025). Fostering AI Literacy in Early Childhood: Designing Educational Activities for Preschoolers. In S. Papadakis (Ed.), AI in Early Education: Integrating Artificial Intelligence for Inclusive and Effective Learning (pp. 21–40). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781394352821.ch02
• Voulgari, I., Lavidas, K., & Komis, V. (2023). Digital Games as Learning Tools: Mapping the Perspectives and Experience of Student Teachers in Greek Universities. In T. Bratitsis (Ed.), Research on E-Learning and ICT in Education: Technological, Pedagogical, and Instructional Perspectives (1st ed.). Springer Cham. https://doi.org/10.1007/978-3-031-34291-2
• Voulgari, I., Stouraitis, E., Camilleri, V., & Karpouzis, K. (2022). Artificial Intelligence and Machine Learning Education and Literacy: Teacher Training for Primary and Secondary Education Teachers. In Handbook of Research on Integrating ICTs in STEAM Education (pp. 1–21). IGI Global. https://doi.org/10.4018/978-1-6684-3861-9.ch001
• Βούλγαρη, Η., Ροϊνιώτη, Ε., Κουτρομάνος, Γ., Σιντόρης, Χ., & Μάνεσης, Δ. (2024). Ψηφιακά Παιχνίδια και Μάθηση. Κάλλιπος+, Ανοικτές Ακαδημαϊκές Εκδόσεις https://doi.org/10.57713/kallipos-250